ERIC Number: ED052064
Record Type: RIE
Publication Date: 1971-Apr
Reference Count: 0
Severity of Grading in the Sciences and Its Relation to Science Enrollments, Final Report.
Bridgham, Robert G.
A simple model proposing that grading practices in a high school science course are related to the percentage of eligible students enrolled in that course and in the next course in the science sequence was tested using data from 27 California suburban schools. Ease of grading was considered as the discrepancy between students' mean concurrent grades in non-science courses and the science course, averaged across students of each teacher. The teacher was the major source of variance in ease of grading. The teacher's grading index is relatively stable between years female chemistry students were penalized almost half a grade compared to their other subjects. Other groups were penalized less, with almost no discrepancy for male biology students. When teachers were the analysis unit, there was a positive correlation between ease of biology grading and chemistry nrollment for both sexes, but there were no significant relationships in the chemistry-physics transition. When schools were the analysis unit, ease of grading in chemistry was related to physics enrollments for females. The interpretation that grading practices are causally related to enrollment is favored, although alternate possible explanations are discussed. Some suggestions for refining the model are made. (AL)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Stanford Univ., CA.